Pam Hunt is a Professor in the Department of Special Education and is the coordinator for the Area Programs in Moderate/Severe Disabilities. She completed a BA degree from the University of California, Berkeley, in psychology, a teaching credential and MA degree from San Francisco State University under the mentorship of Dr. Wayne Sailor, and a PhD from the University of California, Berkeley, through the joint doctoral program in special education (UC, Berkeley, and San Francisco State University).
Research Interests and Current Grant-Funded Projects
Dr. Hunt's research interests include communication and social competence for students who experience significant disabilities; inclusive education and the development of social supports for students with disabilities who are members of general education classrooms; collaborative teaming and school restructuring to create school communities in which all students are valued members, and beginning reading instruction for students who experience moderate to severe intellectual disabilities. She is currently the principal investigator for three US Department of Education-funded projects. The first, California Deaf-Blind Services, is a statewide training and technical assistance project for students who experience deaf-blindness, their families, and members of their educational teams. The second project is an endorsement program in the education of learners who are deaf-blind that addresses the need to prepare highly qualified teachers to serve students who are deaf-blind. The third is also a personnel preparation project. Its focus is on expanding credential candidates’ preparation to teach students who experience autism.
Mortier, K., Hunt, P., Leroy, M., De Schauwer, E., & Van Hove, G (2010). Communities of practice in inclusive education. Educational Studies, 36(3), 345-355.
Mortier, K., Hunt, P., Desimpel, L., Van Hove, G. (2009). With parents at the table: Creating supports for children with disabilities in general education classrooms. European Journal of Special Needs Education, 24(4). 337-354.
Hunt, P., Doering, K., Maier, J., & Mintz, E. (2009). Strategies to support the development of positive social relationships and friendships for students who use AAC. In G. Soto & C. Zangari (Eds.), Practically speaking: Supporting students with AAC needs in school settings. Baltimore: Paul Brookes.
Hunt, P., & McDonnell, J. (2007). Inclusive education. In S. L. Odom, R. H. Horner, M. Snell, & J. Blacher (Eds.). Handbook on developmental disabilities (p. 269-291). New York: Guilford Publications.
Hunt, P., Soto, G. Maier, J., Liboiron, N., & Bae, S. (2004). Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs. Topics in Early Childhood Special Education, 24(3), 123-142.
Hunt, P., Soto, G., Maier, J., & Doering, K. (2003). Collaborative teaming to support students at risk and students with severe disabilities in general education classrooms. Exceptional Children, 69(3), 315–332.
Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with AAC needs in general education classrooms. Augmentative and Alternative Communication, 18, 20–35.
Hunt, P., Doering, K., Hirose-Hatae, A., Maier, J., & Goetz, L. (2001). Across-program collaboration to support students with and without disabilities in a general education classroom: A program evaluation study. Journal of the Association for Persons with Severe Handicaps, 26(4), 240–256.
Zercher, C., Hunt, P., Schuler, A., & Webster, J. (2001). Increasing joint attention, play, and language through peer supported play. Autism, 5(4), 374–398.
Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001). Professional skills needed to serve students with augmentative communication needs in general education classrooms: An educational team perspective. Speech-Language and Hearing Services in the Schools, 32, 51–56.
Soto, G., Müller, E., Hunt, P., & Goetz, L. (2001). Critical issues in the inclusion of students who are AAC users: An educational team perspective. Augmentative and Alternative Communication, 17, 62–72.